THE ROLE OF MOTIVATION IN LEARNING ENGLISH AS A FOREIGN LANGUAGE: IMPLEMENTATION OF THE SELF-SYSTEM THEORY IN THE UZBEK CONTEXT.
Abstract
This article delves into the pivotal role of motivation in the context of English language learning, with a specific emphasis on the application of self-system theory within the unique setting of Uzbekistan. The research underscores the significance of self-system theory, a psychological framework that elucidates the dynamic interplay between individuals' beliefs, goals, and emotions in shaping motivation. Through an exploration of the Uzbek educational landscape, the study aims to unravel the nuanced ways in which self-system theory manifests in the motivation of English learners. By shedding light on these dynamics, the findings contribute valuable insights for educators, policymakers, and researchers seeking to enhance English language education in the Uzbek context, ultimately fostering a more effective and learner-centric approach.
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